Research indicates that inclusion in the general education classroom results in higher achievement for students with special needs. Articles include policy recommendations for effective inclusion.

Campbell, P. B., & Hoey, L. (2000, May). Equity means all: Rethinking the role of special programs in science and math education. Paper presented at the Fifth Annual National Institute for Science Education Forum, Detroit, MI. http://www.wcer.wisc.edu/archive/nise/News_Activities/Forums/campbellpaper.htm

This paper includes an analysis of the statistical evidence that underrepresented groups in SMET fields, including African Americans, women, and individuals with special needs, are making advances. The analysis indicates that these groups are not making much headway, and the authors advocate for systemic changes, rather than remedial programs.

Holloway, J. (2001, March). Inclusion and students with learning disabilities. Educational Leadership, 58(6), 86-88. http://purl.oclc.org/NET/ENC/004182

The conclusions from this literature review are that students with learning disabilities do better in a school where there is an array of educational opportunities and a shared commitment by regular and special education teachers to a variety of learning opportunities.

Masso, G. (2004, Summer). Co-teaching in a differentiated classroom: The impacts on third grade gifted and talented math students. NRC/GT Newsletter. http://www.gifted.uconn.edu/nrcgt/newsletter/summer04/sumer044.html

Gifted and talented math students frequently feel unchallenged in a whole-class math lesson, but are more involved in small, flexible group lessons.

Mid-continent Research for Education and Learning. (2000, November). Including special needs students in standards-based reform: A report on McREL's Diversity Roundtable III. Aurora, CO: Author.
http://www.mcrel.org/PDF/Diversity/5007IR_DiversityRT3.pdf

This issue report includes three literature reviews of the problems of including special needs students in standards-based reform. The papers look at the perspectives of culturally diverse learners, including special needs students in standards-based assessments, and address teaching special needs students materials aligned with the standards.

Quenemoen, R. F., Lehr, C. A., Thurlow, M. L., & Massanari, C. B. (2001, February). Students with disabilities in standards-based assessment and accountability systems: Emerging issues, strategies, and recommendations. NCEO Synthesis Report 37. Minneapolis, MN: National Center on Educational Outcomes.
http://education.umn.edu/NCEO/OnlinePubs/Synthesis37.html

Standards for low-achieving students must be high. While educators can change the way they teach, the amount of time to teach, and the way they assess students, they must not lower standards.

Thurlow, M., & Liu, K. (2001). State and district assessments as an avenue to equity and excellence for English language learners with disabilities. LEP Projects Report 2. Minneapolis, MN: National Center on Educational Outcomes. http://education.umn.edu/nceo/OnlinePubs/LEP2.html

The authors look at state and district assessments and make recommendations to ensure ELL and LD learners can benefit from them.

Vandercook, T., & York-Barr, J. (Eds.). (2003). Revisiting inclusive K-12 education. Impact, 16(1).
http://ici.umn.edu/products/impact/161/default.html

The whole issue of this online journal is devoted to the topic of inclusion. It provides an update from a variety of informed perspectives, including families, educators, researchers, and policy makers.

WestEd. (2004). Focus on special education. R&D Alert, 6(1). http://www.wested.org/cs/we/view/rs/744

This issue includes three short articles that discuss the implications for special education of NCLB and changes to IDEA, the implications of the definition of highly qualified teachers for special education professionals, and a model for identifying special education eligibility for students with learning disabilities.

Zigmond, N., et al. (n.d.). Special education in restructured schools. Seattle, WA: New Horizons for Learning. http://www.newhorizons.org/spneeds/inclusion/systems/jenkins.html

Researchers studied three innovative models for providing special education services for students. Their report supports using a continuum of services for students with learning disabilities.